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Education World: Homework Study Hall: Making Up Missed Work - 4 views
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How one principal managed to turn around failing grades by instituting a mandatory study hall for missed homework. He also communicated with parents when 5 assignments were missed. The teachers had indicated that grades would improve if students did their homework and were better prepared for class as a result. - ...2 more comments...
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A mandatory homework policy has been successful at our middle school. Students must complete all homework and quizzes before they are permitted to take summative assessments, and parents are notified when assignments are missing or when students do not pass a summative. Resource time, aka study hall, is time set aside for students to make up missing work and get extra assistance as needed. It's good to read about a similar successful program for high school, and I wonder if this kind of program could be helpful for addressing our team's identified learning gaps. -
Our school does this as well, especially our math department. Of course it is up to the teacher as to whether or not they want to implement this strategy but administration seems to fully support the cause. I have a science teacher friend and a math teacher friend who both to do this. They give the students detention slips and they come after school to make up or re-take work or assignments. I cannot see myself doing this (an art teacher) but I can see why math and science would want to. I feel that most teachers should make themselves available at lunch for students. I would not suggest every day availability, but students could come meet and get help by appointment only. Too often I hear from students that the teacher tells them to come in the next day for lunch and there is no one to be found in the classroom. -
I like the idea of a before and after homework study hall. I can contest to being so busy that you do not want to chase your child around to get their homework done. My son is only five and it is a hassle to get him to do his homework, therefore, I can only imagine how it will be when he gets older. I believe that this might benefit more students if this were implemented nationwide. Students can get the extra assistance they may not be able to get at home with their assignments. I wonder how well this would benefit my school? -
I think this is a great idea, especially in high school and middle school! I have been speaking to middle schools in Pennsylvania, and the principals discussed how they have decided to implement homework/tutoring study halls. I think it encourages students to stay on top of their own homework. Also, it allows teachers to have one on one interaction with students, who are struggling. I thought it was smart of the principal to have another administrator oversee the process of tracking missed homework. Data has become such an important part of being a teacher, and using it to help students strive to be better in school is great.
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Closing the Achievement Gap - Educational Leadership - 38 views
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In order to increase the achievement levels of minorities and low income students, there are three components that are the focus: high standards, a rigorous curriculum, and effective educators. - ...14 more comments...
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Caryn, I like that this article not only realistically talks about the historic and growing achievement gap, but that it also provides potential solutions. Not surprisingly, most of the solutions whether they be standards, curriculum, or teacher-based are all easily manageable. The only trick is to actually get some forward momentum on this decade's old issue. Victoria -
Caryn, I'm reminded of the old educational psychology experiment where teachers were given false information about student abilities. Teachers who were told that a class was full of 'high performing' pupils ended up doing more high end assignments and pushing the students to do better while teachers were told their pupils were 'low achieving' did remedial assignments and barely pushed them to improve. I teach in a very diverse and low SES school, but I always do my best to assume that all of my students are able to do the high level work I assign in Physics. I also agree whole heartedly when then article claimed that teachers have to give extra help to students who are already at a disadvantage. My students do quite well when they apply themselves, but often that means they have to see me during lunch, after school, or even on Saturdays (when I work at a Saturday school program). Many students have jobs to help out their families or need to be home right after school to babysit siblings or to cook supper, etc. I find that the more time I can devote to being available to students, the better my classes perform. I must say however I would like to see an update to this. When it was talking about the lack of progress of students in the 1990s and then discussed 'data in the last 5 years..' I had to scroll up to the date of the article. Being that it is almost 15 years old, I was sad to see how many of the gaps still exist in our schools... -
Combining standards, high standards for all learners and highly qualified teachers helps to close the learning gap. -
I was very interested in this article because I teach at a title 1 school in MCPS. Majority of my students are minorities or low income students. Our FARMS percentage is extremely high. I do not mean to repeat what Caryn had posted earlier but I mean to piggyback on her comment "To increase the achievement levels of minority and low-income students, we need to focus on what really matters: high standards, a challenging curriculum, and good teachers." I know this to be true in my classroom. For my students I have to high expectations and structure. I have to present them with a challenging curriculum. I need to devote myself and give them all I can. But, progress has come to a halt, which happened around 1988, and since that time, the gaps have widened. To me that is frightening and it makes me want to act immediately. "Because if we don't get the numbers out on the table and talk about them, we're never going to close the gap once and for all." People need to not be afraid of talking about the data, addressing the data, conquering the data. But in order for none to take offense everyone needs to know the correct data. Before speaking, people need to be educated. There simply cannot be "downright wrong-notions about the whys beneath the achievement gap." This article is great and goes on to give us proper data. It informs us of what needs to happen in order to close the gap: standards are key, all students must have challenging curriculum, students need extra help, and teachers MATTER A LOT.
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Looks into why the instructional gap has widened after 1988 after having been narrowed the previous 18 years. Offers patterns and key concepts to look at when trying to understand how to close these gaps. -
I thoroughly enjoyed reading this article as it relates to the student achievement gap. I currently teach at a Title 1 school in Prince George's County where majority of my students are working at a level below their perspective grade. This article does a great job breaking down the statistics and providing steps to move forward in solving this major issue. Lesson 1 spoke to me directly because the teaching and comprehension of standards are the building blocks of students growth. I reinforce the focus standard(s) of the week by way of intervention, homework, informal, and formal assessment. This article is very VALUABLE!!! -
I love the lessons outlined in this resource. I especially like how Lesson 4 places a focus on the teachers and how they matter. In impoverished schools, many times the most qualified and effective teachers do not want to be there, therefore limiting the quality of teachers present. It is unfortunate that this happens but it is very common. -
Helpful article on closing the gap with low income and minority students. -
While this article came out too long ago to have up to date technological solutions, it still offers a brief, helpful framework for looking to improve classroom outcomes. -
Excellent resource laying out the achievement gap problem (with data) and valuable solutions to close the gap. -
This resource does an excellent job of breaking down and making sense of the achievement gap. When the numbers are presented in this way, it makes it clear just how wide that gap is and how worrying it is that the gap is once again increasing. The most interesting piece of the article was the stark contrast in the reasons for the gap between adult stakeholders and student stakeholders. The adults appear to place blame on factors beyond the classroom that are difficult to control, while the students highlight the growing concerns within the walls of the schools that are much more actionable. -
The points in this article are personal to me as I teach adults at a Community College. In every cohort that I have 50% of my students have difficulty writing a cogent paragraph and 90% of them have never heard of an academic journal. While this is not part of my curriculum, I also teach these things. My students need to be sent into the workforce being able to participate in conversations in the workplace. -
The article really breaks down what happens to students during high school where they fall behind to move forward in attending college. One thing they mention is test scores. To attend college students have to take and pass a standardized test that determines of they will get into college and what college they can get into. I believe community college is a great way to bridge the gap between high school and a university. There they can determine a major and may attend school part time while still working. This gives them the time to determine what they want to do in life while still being able to survive. -
We should understand how race, poverty and the environment influences a child's potential in education before they even start Kindergarten. But like a disabilites or inequities there is diversity in the factors that cause these disparities and our solutions to remedies these gaps must offer a multifaceted approach. An approach that offers rigors instruction in the classrooms, access and guidance for continued learning at home and within our communities. -
This post hits home, as I see it at my Title I school. Students struggle but even the students passing AP classes and Honors courses, yet when they see the SAT's or the ACT's. Last year, my school's valedictorian only got a 1000 on the SAT and did not get to attend her first choice. We, as a school, and larger, we as educators need to ensure that we are doing everything we can to get these students to get past whatever challenges exist outside of the school and have strict standards that need to be met. -
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Exit Tickets | EL Education - 15 views
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"At the end of class, students write on note cards or slips of paper an important idea they learned, a question they have, a prediction about what will come next, or a thought about the lesson for the day. Alternatively, students could turn-in such a response at the start of the next day-either based on the learning from the day before or the previous night's homework. These quick writes can be used to assess students' knowledge or to make decisions about next teaching steps or points that need clarifying. This reflection helps students to focus as they enter the classroom or solidifies learning before they leave." - ...11 more comments...
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My Smart goal is that "By the end of the numbers unit, 60% of students in the Special Education program in MS Spanish 1A - Period 2 will achieve 80% or higher on each formative assessment including listening, speaking and writing assessments." During our meetings we have noticed a significant gap in my pd. 2 in my SPED students. By using exit tickets, I can continuously gauge how well these specific students are understanding the new material of the week before getting to the formal formative assessment on Fridays. These exit tickets can be modified to include speaking and listening skills depending on where the formative reveals the greatest need is. - Margarita -
This video using exit tickets is a great resource for my classroom. My SMART goal is Given 2 months of guided reading instruction, students in below grade-level reading groups will increase their reading level by at least two levels." Using the planning protocol I rated this a 4 in the aligned to the standards category. I could create quick exit tickets based on the story my students are reading. The students could answer the question and I could quickly assess whether they were able to comprehend and understand the story which is a part of my smart goal. Reading comprehension is an important factor when testing students' reading level. I would love to use this in my classroom. -
Smart Target Learning Goal is by the end of marking period 1, 70% of students will score 90% or higher on the EMATS/ performance matters. This will allow me to see where students are still needing understanding about the topic that is being taught. The dimension would be depth of knowledge with 1:recall. This is something that students need to be able to do short hand before they can recall later on. -
SMART GOAL: At least 80% of students in grade two will be reading level K books or above by the end of 6 weeks. (Julie's goal) Dimension: Alignment to Standards Impact: 2 Reason: Exit tickets are self-assessment questions prepared by teachers, often based on learning goals, that are to be completed by students. Since Julie's Smart Goal is based on measurement (80% of students), I believe that Exit Tickets will give her insight on the percentage of her students that illustrate her students reading comprehension levels. For Julie's Exit Tickets, I think that questions she pose should require answers in the form of explanations from students because I believe it would be the most effective way to help her detect the students that may require extra support. If there is not a common theme to student responses, then it may be an instruction gap that is the issue; if so, Julie would need to ensure that the curriculum/lesson plans correlate with state standards. -
Smart Target Learning Goal: By the of Unit 5, 80% of students will score at least 70% on the end of unit assessment. My biggest problem is getting students to retain the important information that will be tested upon. Exit tickets will give me an incite to how well students are retaining the class content by creating exit tickets that are similar to exam questions at the end of a lesson where they learned the content to which the question related. This not only allows me to see if they learned the content but also will allow me to see which types of mistakes the students are making in regards to the test. From here my I will be able to modify my lessons in order to insure that my students are in line with the exam. -
Smart Target Learning Goal: By the of Unit 5, 80% of students will score at least 70% on the end of unit assessment. My biggest problem is getting students to retain the important information that will be tested upon. Exit tickets will give me an incite to how well students are retaining the class content by creating exit tickets that are similar to exam questions at the end of a lesson where they learned the content to which the question related. This not only allows me to see if they learned the content but also will allow me to see which types of mistakes the students are making in regards to the test. From here my I will be able to modify my lessons in order to insure that my students are in line with the exam.
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Dimension: Rigor and Relevance Impact: 4 SMART Goal:Given 1 month of guided reading instruction, students in below grade-level reading groups will increase their reading level by at least one level. Exit tickets are an excellent way for the students to show their ability to comprehend the text by answering a text dependent question about the story that they have read during guided reading. This will give the teacher an insight on the level of comprehension that they student has for that level book that is being read. This is much more rigorous than just asking and answering questions because students are applying the knowledge of the story into the writing that they are doing about the book. -
Hi Elijah! I think the issue is sometimes students do have difficulty retaining the information. I think that the exit tickets will also give you insight into a few different dimensions from the protocol worksheet as well. My SMART goal is by the end of the marking, 80% or higher of students will score a 90% or higher on a base ten assessment. So I think looking at the exit tickets based on the dimensions you should look into student engagement. Since this is important when it comes to exit tickets. If students are not engaged during the lesson then the exit tickets is pretty much showing that the students retained nothing. I think that teachers should always shoot for a 3 or 4 based on the protocol. That way students retention of the information is greater therefore, exit tickets are hopefully higher. -
Video: Exit Tickets Dimension Teacher Friendliness: Score: 3 I rate this strategy as a 3 in terms of teacher friendliness (3 = "low maintenance few materials and/or little prep work). With exit tickets, teachers can ask students to answer simple questions regarding the day's lesson in order to get a sense of students' understanding. This strategy involves little work to prepare for but provides a lot of insight into how to guide future instruction. There may be topics that many students misunderstood or areas that individual students need support in. The SMART goal I considered while watching this video is raising scores in AP Bio for select students who have not taken AP or advanced classes science classes before. I think exit tickets are a low maintenance way to guage which specific areas to focus on for these students. -
Dimension: Impact on Learning Rating: 3- Medium-high impact SMART Goal: By the end of the marking, 80% or higher of students will score a 90% or higher on a base ten assessment. Exit tickets are a useful way to help both students and teachers recognize individual student mastery of a topic or skill. Since exit tickets informally assess student learning from that class period, there would be no impact on student learning as students are completing the task. However, teachers can use the information gathered from exit tickets to inform their instruction for the next days instruction. For instance, my groupmate could assign an exit card with 2-3 problems related to that day's lesson. After students complete the exit tickets, the teacher could evaluate to see who struggled and with what particular strategy. The teacher could then use that information to form small groups and provide re-teaching/alternate instruction as necessary. This ultimately will help students receive more personalized instruction thus enhancing impact on learning. -
I agree that exit tickets are a useful way to evaluate mastery of a concept; however, I do feel they have an impact on student learning as they're completing the task. As students complete an exit card, it requires thought and skill to demonstrate your understanding. Sometimes students make mistakes on exit cards, which helps students learn and grow. This strategy would be helpful as I implement my plan to reach my SMART goal. My SMART goal is "by the end of Marking Period 3, ELL students identified will be able to explain how to solve for an unknown number in an equation with at least 80% accuracy ." Exit card would be extremely helpful in the process of determining necessary supports and areas of need as I complete my action plan. On the planning protocol rubric, I would rate this a four in the dimension of alignment to standards. Exit cards are directly related to what you have taught from the curriculum and therefore align with the standards. This is a great way to evaluate students quickly and frequently on the standards. -
Dimension: Depth of Knowledge Rating: 3 - strategic reasoning SMART goal: Students will be able to solve an on grade level math task, that will require them to respond and defend their work to explain their reasoning 3 out of 5 times by the end of the 1st marking period. I believe that my team would be able to use this instructional tactic because we could use the exit card to see if students meet the SMART goal. I think that exit cards are a powerful tool for teachers to use because it shows instant data of student performance. It is a quick and informal way to see if students understand the concept or not. This video provides a unique way to students to use/take an exit card in the classroom. We could take ideas from this video and apply to it our own classroom. -
I like the fact that students assess themselves (based on the learning target). They also give feedback to one another. In this model teachers can adjust instruction based on how students feel they reached learning targets. I am wondering, though, whether or not young students have enough self-realization to understand how they performed during a given lesson. If we're asking them to rate themselves, we have to hope that they understand how important this is, and what it really means. How does this video address dimensions in the 'Planning Protocol Rubric?' Since most of the dimensions were addressed (in other comments here), I'll comment on this video's ways of addressing 'Technology Integration.' No technology integration seen (though it's certainly possible that it may have occurred during the lesson and before this video was taken). Technology Integration level (based on the available video): 1. My SMART Learning Goal: "After three weeks of targeted instruction--and in concert with the content-area teacher--75% or more of our students will score at least one point higher on their ESOL RELA and ESOL math assessments. (The ESOL RELA [WIDA Access] pre-test was given approximately one month ago, while the baseline math pre-test was developed by our school's math department [and contains test stems from past PARCC exams].)" The 'exit ticket' approach can be used in any classroom, but with ESOL learners it might be more difficult to ascertain whether or not they have understood the question/s on the exit ticket sheet. And again, do they have the skills, understanding and self-realization necessary to rate themselves on how they do in a given classroom on a daily basis?
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Resource area for teaching - 6 views
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With all the areas that children are taught in school, the author feels that while trying work at the achievement gap we should look at the engagement gap. The eagerness that children have a young age needs to be maintained. Hands-on learning should be implemented into the lesson. - ...1 more comment...
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This article hits the nail on the head! At my school we are redesigning our language program to a more student-centered, hands-on instructional approach. I think it is very important to change up the old ways of teaching and find new ways that really engage students. This year, I took out all the desks in my room. Taking down that physical barrier has helped to improve student engagement. We sit or stand in a circle and students are much more motivated! Including games and activities that connect to students' interest is also important.
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This is a great article focusing on engagement in the classroom! It discusses the necessity of hands on learning to maintain students interest. This is important for students of all academic levels. Hands on learning not only engages students because they are "doing", they also are developing critical thinking skills. As a special education teacher, I know that in order to assist my students in learning, I need to keep their attention and provide them with interesting, hands on learning. -
I love this article! I have always been a strong believer in hands on learning and I love that they call it an engagement gap! Students get bored when a teacher gets up and lectures them all day. They need to be engaged! The activities need to be purposeful and have a specific meaning but a teacher can make just about any topic engaging just by getting the kids moving and interacting. I 100% agree that students retain information longer when they are engaged and enjoying what they are learning.
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shared by brady_g on 19 Oct 15
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Problem-based Learning Helps Bridge the Gap between the Classroom and the Real World - 2 views
www.facultyfocus.com/...ridge-gap-classroom-real-world
PBL 615 EDTC615 all subjects learners brief bridge gap
shared by brady_g on 19 Oct 15
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Problem-based learning allows us to bring our students, course material, and the real world closer together. A few ideas for getting started with PBL. I enjoyed reading this article because it began with a quote and excellent question. "How do we get our students to understand what 'the field' is really like? How can we help them realize that they not only need to understand the information we are teaching, but that they need to be able to apply the information that we are teaching." This article touched more on the idea of students being able to able to apply the information that we are teaching them in the real world. Problem-based Learning Helps Bridge the Gap between the Classroom and the Real World, Jason R. Weber, (2014) Retrieved from http://www.facultyfocus.com/articles/instructional-design/problem-based-learning-helps-bridge-gap-classroom-real-world/ Retrieved on 10/19/15
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This brief article offers a quick introduction to the importance of preparing students for the real world through in-class activities, and provides 5 simple recommendations to help an instructor get the most out of PBL (problem-based learning, here) activities.
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shared by lvirgil on 01 Apr 15
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Why the Common Core changes math instruction. - 3 views
pdk.sagepub.com/...59.full.pdf+html
615 spr15 research commoncore elementary middle school High School Math mathematics
shared by lvirgil on 01 Apr 15
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Week 7: This article by Valerie N. Faulkner that talks about how Common Core has changed how we teach math and would be beneficial to teachers who are trying to get used to the new Common Core curriculum and help build their implementation of language within math instruction. -
Week 7: This article by Valerie N. Faulkner that talks about how Common Core has changed how we teach math and would be beneficial to teachers who are trying to get used to the new Common Core curriculum and help build their implementation of language within math instruction.
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shared by Garrick Baker on 03 Mar 15
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Getting Started | Inventor Products | Autodesk Knowledge Network - 1 views
knowledge.autodesk.com/...getting-started
615 spr15 online tool all learners getting started autodesk inventor knowledge
shared by Garrick Baker on 03 Mar 15
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This site provides multiple tutorials on how to use the different features of Inventor. It also provides a section for whats new to the 2015 version.
GoNoodle - 5 views
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Give One, Get One, Move On (Go Go Mo) | EL Education - 16 views
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this is a "protocol students can use to share and gain knowledge in preparation for an assessment."
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Dimension chosen: Student engagment Rating: 3 (Moderate engagement for most students) This activity would be good for preparing for my SMART learning goal of "by the end of quarter 1, 60% of students will score a 70% or higher on the Quarter 1 Literacy Assessment on Theme." Students could read a text and then come up with various themes based on their own evidence by passing around the clipboard. I think it would be engaging for majority of my fourth grade students to be able to move around and see new ideas from their classmates. -
Dimension: Student Engagement Level: 3 (Moderate Engagement for most students) My partner's SMART goal is "By the end of the numbers unit, 60% of students in the Special Education program in MS Spanish 1A - Period 2 will achieve 80% or higher on each formative assessment including listening, speaking and writing assessments." I could see this GoGoMo protocol as a useful way to both check for understanding and review before upcoming Spanish assessments. Students could help each other review the material, and having to speak to other students also helps them practice in the target language. Also, because students are speaking to multiple other students, it helps keep them active and engaged with this class task. -
Dimension chosen: Student engagement Rating: 3 This activity would be great to review different strategies to solve a certain math problem. Smart Target Learning Goal: By the end of marking period 1, 70% of students will score 90% or higher on the EMATS/ performance matters. This will help the students remember all the different strategies, the more practice the more likely they are going to remember different ways to solve when the assessment happens.
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Dimension: Impact on learning Rating: 4 Students have to be able to reflect on their learning and they also be prepared to summarize it and present it to their peers. This repetition and organization of their learning will help them remember it better and possibly understand it in new ways.
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Dimension: Student engagement Rating: 4 This is a good activity to allow students to collaborate and share ideas. It will allow them to focus on a specific topic (essay) by explaining and allowing interactions with peers so that students are not only reading but they understand that writing takes focus. This is useful in supporting my team's SMART Goal achievement for improving their writing proficiency for the 5th grade students so they are able to reach their WIDA exiting level of 4.4 because students will be able to remember what they are learning. As a writing tool, this concept would help to initiate a meaningful asset for improving a student's skills of communication and concepts of what is needed to form a proper essay for writing. It promotes brainstorming for supporting a topic of discussion. -
Smart Target Learning Goal(s): By the of Unit 5, 80% of students will score at least 70% on the end of unit assessment By the end of the quarter, 80% of students will obtain a 60% or higher in Algebra 1 By the end of the unit, 50% of students will score 70% or higher on the assessment. Impact on learning - Using this protocol the teacher would be able to see what pieces of the content students are comfortable with and which pieces students are unsure about. This match my teams goals as we all wish to improve test scores. In our groups we noticed that there are gaps in the students learning across the board in specific areas. If we all implement this protocol we would be able to see what students do not understand and make sure to go over it before any assessments.
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This protocol uses the most basic collaboration tool of pen and paper. My focus dimension is techonolgy integration. There are several options that can be used to integrate techonlogy but not overly complex to distract the students from the instructor's assigned topic. Students ciuld use googke drive, wiggio, padlet, recap, etc. SMART GOAL * For students to be able to analyze word problems to identify mathematical components needed to solve complex word problems and apply them to real life problems and scenarios. * Extending learning units when covering quadratic equations. Assign weekly formative tests to better track progress and adjust to students individual needs. The formative tests should only be 3-5 questions to be able to show progress and allow the teacher enough time to give detailed feedback but also adjust teaching strategy if necessary. * Goal is to show 90% student improvement from beginning of unit to the end of unit. * The games introduced will directly work to improve reading comprehension and application of quadratic formulas on multiple skill levels. * Time to complete goal is a unit of study, optimally 12-16 weeks. I would use this protocol with this SMART goal in the begining of a lesson as a way for students to share and monitor their own progress. However, the protocol does not allow for the teacher to be able to give direct feedback and adjust lessons. This is a huge part of the goal. If one of the technology tools was integrated into the lesson, it would allow the teacher to monitor progress easier and more individually. -
I would rate the Go Go Mo protocol a 4 in the Rigor and Relevance dimension. While using this protocol, students are not only thinking (when they are giving) but also working. Students are actively moving around the classroom seeking out others from whom they can get new information. The teacher also suggested that they take their readings with them, which may hint at the fact that may still need to actively search for information. My group's SMART goal is that students will be able to analyze word problems to identify mathematical components needed to solve complex word problems and apply them to real-life problems and scenarios. This method could be effective (may be used on a smaller scale with 2-3 people for word problems) in that all students will have to identify information that they deem important and share with their classmates. From here, they can begin to decide what information is actually most important to solving the problem that is proposed and work together to solve the problem. -
This activity will help close the learning gap by enabling collaboration and information sharing between students prior to exams.
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Chalk Talk | EL Education - 20 views
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"a Chalk Talk protocol allows students to have non-verbal "discussion.""
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Dimension chosen: teacher maintenance Rating: 3 low maintenance (few materials and/or little prep work) This activity would be good for preparing for my fellow group member's SMART learning goal of "by the end of quarter 1, 70% of students will score a 90% or higher on the EMATS/performance matters test." Students could complete a world problem and post their individual solutions on sticky notes onto the poster. I think it would be engaging for majority of my fourth grade students, as they are up and moving. There is little teacher prep work and can use it as a formative assessment.
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Dimension Chosen : Rigor and Relevance Rating: 4 student think and work I think this activity would work well for for my group member's Smart goal: By the end of quarter 1, 60% of students will score a 70% or higher on the Quarter 1 Literacy Assessment. I believe "Chalk Talk" can help students with question that the teacher give the students about what they have read and comprehended. Each student get to answer the question and will have a voice and in turn they will get a chance to comment on each other comments. This will create an atmosphere where conversation can be had about the difference of opinions in comprehension and give the teacher a way to evaluate how each students comprehends and addresses others. Students can learn from each other this way as well and get a better understand of the source material not only from the teachers perspective by their classmates' as well. -
Dimension Chosen: Impact on Learning Rating: 4 High Impact I think the Chalk Talk protocol would work well for my group member's SMART goal: By the end of Marking Period 3, ELL students identified will be able to explain how to solve for an unknown number in an equation with at lease 80% accuracy. The Chalk Talk idea gives every student a voice and allows them to be heard. They are able to share out their ideas and have their peers respond back to their comments.Students are able to silently correct their peers mistakes without being humiliated in front of the entire class. This method can be very beneficial for students who are uncomfortable with participating in class and it also a form of communication to the classroom teacher. At the end of the lesson, teachers can review each comment and base their next lesson on the area where students are struggling the most. EDTC615 Spring2018 -
Hello Ashleigh, I agree that Chalk Talk could have a high impact on student learning. I also think Chalk Talk could have a high impact on student engagement. When the teacher creates a classroom environment where everyone feels comfortable sharing and helping one another, there are more likely to participate in the classroom and be fully engaged. My teams SMART goal is "Given 1 month of supplemental biology instruction, students who are currently in AP Biology but took lower level Biology 1, will score at least a 3 on their next unit exam." I do not think this lesson style would be particularly useful for my SMART goal, but I do think it could be useful for greater success of my AP students overall. My class discussions tend to be purely verbal now, but maybe I could use this method sometimes as well. Thanks! Suzanne Stafford -
@Suzanne - What about this strategy would not work for reaching your goal? Depending on your current content/standard focus, students could rotate across several different question stations. Every time they move to a new station, they can expand on, critique, or justify the answer to the question they come across. Jason Caputo's Smart Target Learning Goal: 80% of students will be approaching advanced in their discussion ability (this means that they can follow along and actively participate (ask and respond to questions about what has been said) in a verbal conversation with peers on a complex topic). This strategy could be used for my students as a scaffold towards more challenging activities. In terms of Alignment to Standards, it is a 3/4. Written communication is interpersonal, but does not have all the elements of spontaneity that an oral conversation has. However, it would provide additional opportunities for feedback because all students could be engaged at the same time. -
Dimension: Technology Integration Rating: 1 I rate this protocol as it was presented as a 1 (opportunities for technology integration overlooked). This chalk talk video showed this protocol performed as a paper/pen classroom activity. However, I think this technology could easily be incorporated into an online message board-style discussion. I could see this being incorporated into our teacher's lessons for AP Biology to help increase scores.
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My group's SMART Target Learning Goal is 75% of students will improve their informational text comprehension by 1 grade level. The Dimension I'm referencing is Technology Integration. Although I feel this is a great tool and has a major impact on student learning, it does lack technology integration. I rate it as a 1. I think it rates off the scales in the other dimensions. Some sort of tech integration would make this a huge win all around. -
EDTC615 FALL2018 I have found several dimensions from the Planning Protocol that I could assess this particular under for instance: Depth of Knowledge- The Chalk Talk can be use on a multitude of levels for DOK. From a basic warm up to a well thought out thought provoking silent Socrative seminar, depends on how the teacher want to use the tool in their classroom will determine the DOK. Teacher Friendliness - This instructional tactic is very teacher friendly and low maintenance across the board. you can just use a whiteboard and post it stickies, or chart paper and post it stickies, and just a window/liquid chalk and post it stickies. Rigor and Relevance- Again rigor and relevance is dependent upon how the teacher decides to use this instructional tactic in their classroom. This is a tool that can evoke deep thought or a tool that can be used as a quick response to a warm up question. Possible Technology Integration- Although the video did not depict a technology integration while I was watching the video an idea came to mind to use this idea in conjunction with Padlet app and divide the classroom up into groups with each a different Padlet question or conversation and first each member in the group share to the Padlet and then have the student rotate to each groups table and share a post to each other's Padlet. That is one way to integrate technology into a Chalk Talk discussion. This could be used as an instructional tactic for all our group members as an exit ticket, class survey, check for understanding of the day's lesson, warm-up question, and/or silent Socrative seminar. I can think of endless possibilities with this particular tool based on the dynamics of your student population, skill set, and grade level. Spencer's SMART Goal is 75% of the 24 students with a C or lower to have a B (80%) or higher in my class, by the end of the 1st quarter. Ericka's SMART Goal is By the end of 1st quarter 75% of the LSN Government students will be able to an
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What Makes EdTech Leaders Great? | edtechdigest.com - 0 views
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This article provides a list of useful edtech leadership traits. For example, here's one suggestion: "With so much that changes with educational technology daily, great leaders need to be comfortable with ambiguity. Things may not always be clear as to where edtech is going, but knowing where the technology can get us is essential. "
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Getting Started with Diigolet - Diigo help - 0 views
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Highlight Highlighting lets you denote important information on a page, just like highlighting in a book, but with Diigo, the highlighted text will be conveniently saved to your library as well. There are some important things for me to denote on my recipe. My wife doesn’t like pineapple, my grandfather can’t have eggs or chocolate, and I don’t like coconut very much, so I highlight those items on the recipe to let me know I need to deal with them. Highlight by clicking “Highlight” on the Diigolet. Then select the text you want to highlight. The text will be visually highlighted and the text is now stored in your library. It’s that easy. Click the button again to exit highlighter mode. You can also change the color of a highlight by clicking the downward-pointing arrow next to “Highlight” and choosing a color. Colors are useful for differentiating different types of highlights. I will use a different color for each of the different people I need to consider.
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To add a sticky note to a highlight, simply move your mouse cursor over a highlight. When the little pop-up tab with the pencil on it appears, move the cursor to it and a menu will appear. Choose “Add Sticky Notes”. Now you can type and post a sticky note just like before, but this time it will be tied to the highlighted text.
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shared by tricia1022 on 24 Mar 15
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Developing a Scientific Model for Electrical Circuits | Science | Classroom Resources |... - 1 views
www.pbslearningmedia.org/...-model-for-electrical-circuits
615 Spr15 online tool professional inquiry assessment developing model circuits science classroom resources
shared by tricia1022 on 24 Mar 15
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These segments get to the heart of the conceptual misunderstanding that teachers encounter when attempting to teach simple circuits. It demonstrates some instructional alternatives teachers can use. -
This is an excellent design for a student-centered inquiry activity. I'd like to revise my introduction to circuits next year to work more like this.
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Whats Happening to My Body for Girls - 0 views
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This book is a guide to help young girls get a better understanding of the changes that their bodies are going through. Girls get a straight forward explanation of issues they will encounter in a language that makes it easier for them to grasp.
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Whats Happening to My Body for Boys - 0 views
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This book is a guide to help young boys get a better understanding of the changes that their bodies are going through. Boys get a straight forward explanation of issues they will encounter in a language that makes it easier for them to grasp.
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shared by Jamie Bullock on 01 Mar 15
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Get The Math - 2 views
www.thirteen.org/get-the-math
CCSS math lesson plan 615 Spr15 high school inquiry real-life assessment
shared by Jamie Bullock on 01 Mar 15
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This is a website that helps connect students to the real world. It take a wide array of places you use math and sometimes don't think about it, like sports, music, fashion, restaurants and so many more. Videos are shown to show how math and the topic relate to each other and then students are given a task to help figure out using math. Students will be so engaged that they will forget they are even doing math!
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shared by mmeshaffer on 22 Mar 15
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Educational Leadership:Tackling Informational Text:What Students Can Do When the Readin... - 3 views
www.ascd.org/...en-the-Reading-Gets-Rough.aspx
615 Spr15 news article professional middle school high school reading text informational text reading strategy
shared by mmeshaffer on 22 Mar 15
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This article by Sunday Cummins focuses on teaching students how to self-monitor while reading difficult texts. It suggests teaching students the coding method to help them learn how to self-monitor. Using meaningful symbols to mark up a text students learn how to evaluate what they understand and what they still need to comprehend as well how to go about achieving that deeper comprehension. (Week 7) -
This article addresses aspects of my groups exploration of student reading level ability and achievement on state tests on critical reading. In this article, the author suggests the implementation of a coding method while reading in order to teach students how to self-inform their reading in order to improve upon the student's ability to conduct close readings of informational text. This is just the sort of strategy that could assist IEP and ESOL students (2 subset groups of struggling readers) to improve the learning gap when it comes to reading for meaning.
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Quiz Quiz Trade | EL Education - 5 views
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"This protocol is inclusive of all students and promotes collaboration and shared understanding as students either guess or share important words or concepts with their classmates in an interactive way."
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Quiz Quiz trade is a great resource that fully involves students. Students are highly engaged in the reading and answering of questions with their classmates. This fits into my SMART goal of getting students to recognize their musical notes and forms because they can practice quizzing each other on different types of notes and songs.
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Schoolwide Structures for Checking for Understanding | EL Education - 1 views
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The 5 check for understanding strategies in this video really support our goal of : By the end of the month, give practice tests the day before exams with at least 75% scoring at least 75%.Checking for understanding is an important step in the teaching and learning process. The background knowledge that students bring into the classroom influences how they understand the material you share and the lessons or learning opportunities you provide. Unless you check for understanding, it is difficult to know exactly what students are getting out of the lesson. In the Planning protocol rubric, student engagement is high for most students. This goes far beyond just asking your students "do you get it?" and I really like the ones that involve movement! Being crammed in a desk all day is no fun at all.
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My SMART goal is to achieve a 100% passing rate amount my target group of students for all county and state standardized English Language exams. This video does have techniques I can use to achieve this goal. I think the focus and techniques using for 'checking of understanding' can help achieve the protocols of 'rigor and relevance' as well as 'depth of knowledge.' I love the idea of debriefs, and 'catch-and-release' at the end of classes and would like to keep myself more honest at doing this, and tightening up my lessons to allow time at the end of my classes for debriefing and to avoid running lessons right up into the bell. -
From the planning protocol rubric the other area I would relate this style of teaching to besides the ones listed above would be "impact on learning"- In which there would be a very high impact on learning. The strategies used in this video focus on student rigor. The principle breaks their instructional tactics into 5 different areas. The SMART target learning goal that these strategies could be used for would be one of my group members "After three weeks of targeted instruction, students will increase their pre-assessment scores by 3 or more points, or 75 percent or higher on the post-assessment" Looking at this learning goal you can see where the following strategies would be very helpful. As well as how we can use them to address the above SMART learning goal in our group. 1. Constantly checking the learning target. (are the students constantly working toward building their skills using PARCC like questions). 2. Guided practice ( The teacher will help lead students in instruction that will help mimic items that might be seen on the PARCC test. 3. Catch and release (The teacher will frequently bring everyone back to a large group to discuss trends or similarities he or she is seeing as students work independently) 4. Cold Calling ( making sure that each student is contributing and assessing that each student understands what is being taught) 5. Derbies ( doing things like exit tickets in the form of a PARCC question as the students leave as well as discussions to see where students are at.) All of these steps could be used for as an instructional tactic for the SMART learning goal in our group as mentioned in examples in the parentheses above. Great video and clearly a very high impact on student learning.